National statistics have shown for years that the rates of teacher turnover in urban school districts are generally greater than those experienced in suburban districts.

And that observation generally holds true when narrowing down to Massachusetts, with most urban districts statewide reporting annual turnover rates near or above 15 percent; in suburban districts, rates are generally lower, around 10 percent.

According to statewide data from the last five years, Fall River’s teacher turnover rate has consistently ranked among the highest in the state, even higher than in Massachusetts’ three largest cities, Boston, Worcester and Springfield.

According to data collected by the Massachusetts Department of Elementary and Secondary Education, in 2013, Fall River experienced a teacher turnover rate of 20 percent, a number that has mostly held steady in recent years.

A few urban districts, including Holyoke (17 percent) and Lawrence (18 percent), came close to Fall River’s rate. Holyoke, Boston, Springfield and Worcester are Level 4 districts, like Fall River. Lawrence is designated a Level 5 school district.

But data also showed that in smaller suburban districts, such as Swansea, teacher turnover rates can fluctuate more dramatically from year to year, mainly because overall staffing numbers are lower.

Swansea’s rates over the last few years: 2009, 14 percent; 2010, 7 percent; 2011, 12 percent; 2012, 5 percent; 2013, 10 percent. Somerset saw somewhat higher turnover: in 2009, 13 percent; 2010, 10 percent; 2011, 12 percent; in 2012, 43 percent; and in 2013, 13 percent. 2012’s number is high because that is the school year during which Somerset and Berkley officially formed a regional high school district.

But what the data doesn’t provide is an explanation for those turnover rates. It doesn’t show whether teachers are moving on to similar jobs in other districts, moving on to other careers, or retiring. In 2013, 144 of the district’s 738 teachers left, according to DESE.

The reason for Fall River’s turnover rate

“We recognize the turnover rate,” said Superintendent Meg Mayo-Brown recently. She said many factors contribute to what appears to be a high turnover rate in Fall River.

It’s a question that school officials are taking seriously. The district in the last few years began surveying teachers as they move on from Fall River.

The results of the first survey were shared with the School Committee last fall.

In the 2012-13 school year, 131 employees — including teachers and staff — had actually left the district. A little more than half of those given the survey responded. According to the responses that came back, the reasons varied.

Page 2 of 3 - Of those employees, 49 had retired, 75 resigned, six were offered resignation, none were fired and one person had died. Fifty-seven percent, or 75, of those former school district employees responded to the survey. When asked why they left, 31 percent said they left to pursue new positions elsewhere; 16 percent said they had left because of personal reasons; and 20 percent said they chose to leave because of the work environment.

Feedback regarding the work environment was generally positive: 61 percent said they would recommend Fall River public schools as a “good place to work.” On supervisors and co-workers, 63 percent of respondents said they received “fair and frequent feedback” from supervisors; 71 percent felt supported by peers; and 70 percent said they “felt comfortable discussing concerns or questions with their immediate supervisors.”

But, according to other feedback, “the amount of work and time necessary for an urban district is not for everyone, including those starting families.”

Mayo-Brown said younger teachers appear to be more mobile — they don’t necessarily settle down in a region for very long.

Some teachers left not just Fall River, but the state, Mayo-Brown said, noting a teacher from Viveiros Elementary School who tendered their resignation to move back to Connecticut. A couple more teachers are moving to Texas.

Another number that artificially inflates the turnover rate by a few percentage points is the number of teachers who are let go each year because they were hired on “waivers.”

Those teachers received wavers because they await official licensure from Massachusetts, which has its own educator licensing test, known as the Massachusetts Tests for Educator Licensure.

The waivers last for one year. As required by DESE, at the end of the year, “we have to release that educator at the end of the year those teachers.’ Their positions are then relisted, Mayo-Brown said, because DESE requires the district to seek Massachusetts-licensed instructors.

“The state requires us to do due diligence,” Mayo-Brown said, adding that of the pink slips she signed this past school year, “at least 20 were on waivers.”

Mayo-Brown said it is the district’s intention to rehire those teachers, who are often licensed to teach in other states, including Rhode Island. And most of them are rehired.

State data showed that about 95 percent of Fall River teachers have Massachusetts licenses. In most other districts that percentage is more than 97 percent.

“Sometimes having a teacher on a waiver can bring a negative connotation,” Mayo-Brown said. “A waiver isn’t a bad thing. It means teachers just need time to meet Massachusetts requirements.”

Other factors

Fall River Educators’ Association President Rebecca Cusick said she believes there are other factors that contribute to the city’s turnover rates.

Cusick said that in 2013 “we ranked number 236 out of 328 communities in average salary.”

“The city’s well-known financial turmoil does not help us retain teachers. Hopefully our new contract brings some stability to that situation,” Cusick said.

“The work is very challenging. The needs of our students have changed drastically over the past few years requiring teachers to do more than simply teach. Those challenges, along with the pressures and mandates from DESE, can be frustrating enough to result in teachers looking elsewhere.”

Cusick noted that, reflecting national trends, the number of teachers approaching retirement age “at the same time” is growing.

“We need a blend of experience and youth. Both groups have something of value to offer to the other. But I think the biggest issue is making teaching an attractive profession to everyone,” Cusick said.

Cusick cited reports in recent years by National Commission on Teaching and America’s Future and the National Center for Education Statistics, that noted in 2008-09, 53 percent of Massachusetts teachers were older than 50.

Improving retention

Mayo-Brown said the district is taking steps to improve teacher retention. One is helping teachers feel as though they have a say in their schools’ decision-making process. Another is ensuring they feel supported.

Data from DESE shows in the last few years, the Fall River Public Schools district has spent more on average than districts statewide for professional development.

In 2010, 2011 and 2012, districts statewide spent per teacher each year, $3,099, $3,290 and $3,167. The Fall River Public Schools spent per teacher in those same years, $4,644, $5,244, and $5,573, respectively.

That’s after a few years of spending under the state average in 2008 and 2009.

“Research is telling us in studies around teacher retention is they are more likely to stay when they feel supported. So the question is how can we best help our teachers feel supported,” Mayo-Brown said, pointing out John Doran and Carlton Viveiros schools as schools “with stability”

“They have a strong professional learning community where teachers feel like they own their own schools,” Mayo-Brown said. “We want to replicate that.”